1. Authentic Assessment Activity: Now that you have determined the topic for your workshop, you can start thinking about the kind of authentic assessment activity you would like to include. Begin with the end in mind and decide what kind of product you would like your participants to create to demonstrate that they can apply the principles/content/skills they learned in the workshop.
The product I would like the participants to develop is a lesson plan and/or activity that incorporates Mayer's theory of dual coding - using both text and images to help teach concepts using technology as an integrated part of the lesson.
2. Presentation: Determine what kind of presentation would be most engaging so participants can learn the basic concepts and skills needed to complete the authentic assessment activity.
I will use a variety of tools - video, web tools, graphic organizers, and handouts will address the various needs of the participants.
3. Graphic Organizer: After you develop a general outline for your workshop, create a graphic organizer to help focus participants’ attention on the key points of your presentation. This organizer will help participants actively engage and focus on key points in the presentation.
4. Pre-Training: When you have an overview of the concepts and skills you are presenting, you may decide that there is a need for pre-training to provide advanced teaching for your participants. Mayer suggests that this can help clarify concepts that may confuse learners and “set the stage” for learning. Pre-training should take place as an activity or introduction prior to the beginning of your presentation. Think of a creative, yet effective way to accomplish this task.
For pre-training, I will invite teachers to comment on their view of technology in the classroom. Their comments will be recorded and we will create a short, quick video of these comments using the software that is available to each teacher. Because the teachers do not know how to use the available resources, this will serve as a quick demonstration of how simple it can be and pique their interest.
How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology?
Participants will be organizing and applying what they have learned by creating a lesson that integrates the use of technology as an integral part of a lesson rather than an afterthought or simply something extra. This addresses the principle of active processing because the application of new information requires organizing and integrating the information before it can be applied to create the lesson.
What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation?
I will use a combination of tools: video, PowerPoint with audio, and screencasting tutorials. The intended audience is comprised of teachers who have very low level skills with technology and many are not comfortable with the English language and still struggle with simple conversation. Therefore, I need to be sure to provide both images and words in order to improve their understanding. This addresses the principles of dual coding. The information itself will be chunked into manageable pieces so as to not overwhelm them and addresses the theory of limited capacity.
What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop?
An organizer that is simple and contains the main points will be best for my participants. "Keep it simple" is my mantra.
What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase?
The concepts I will include in a pre-training will be terms such as integration and web 2.0. The misconceptions surrounding both terms need to be cleared up before any additional training can take place. I would like to use videos from YouTube and that I have made that illustrate both terms using images and text with audio. I will follow this up with the participants responding in Edmodo to questions about the concepts.
What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)?
I will need a projector, speakers, and my own laptop. Internet connections for all participants and each participant needs to bring his/her laptop computer.
What online applications might you use?
I am planning to use LiveBinder, YouTube, SchoolTube, and Edmodo at this time.
How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop?
I will group the participants according to their grade level. They already work as teams within the grade levels, so this is something that will lend familiarity to a foreign concept. As a group they can collaborate to create an integrated lesson they will implement in their class. As their tech coach, I will come to the rooms in follow up visits to offer assistance and see how the implementation of the lesson is going.
The product I would like the participants to develop is a lesson plan and/or activity that incorporates Mayer's theory of dual coding - using both text and images to help teach concepts using technology as an integrated part of the lesson.
I will use a variety of tools - video, web tools, graphic organizers, and handouts will address the various needs of the participants.
SEE PAGE TITLED "GRAPHIC ORGANIZER"
For pre-training, I will invite teachers to comment on their view of technology in the classroom. Their comments will be recorded and we will create a short, quick video of these comments using the software that is available to each teacher. Because the teachers do not know how to use the available resources, this will serve as a quick demonstration of how simple it can be and pique their interest.
Participants will be organizing and applying what they have learned by creating a lesson that integrates the use of technology as an integral part of a lesson rather than an afterthought or simply something extra. This addresses the principle of active processing because the application of new information requires organizing and integrating the information before it can be applied to create the lesson.
I will use a combination of tools: video, PowerPoint with audio, and screencasting tutorials. The intended audience is comprised of teachers who have very low level skills with technology and many are not comfortable with the English language and still struggle with simple conversation. Therefore, I need to be sure to provide both images and words in order to improve their understanding. This addresses the principles of dual coding. The information itself will be chunked into manageable pieces so as to not overwhelm them and addresses the theory of limited capacity.
An organizer that is simple and contains the main points will be best for my participants. "Keep it simple" is my mantra.
The concepts I will include in a pre-training will be terms such as integration and web 2.0. The misconceptions surrounding both terms need to be cleared up before any additional training can take place. I would like to use videos from YouTube and that I have made that illustrate both terms using images and text with audio. I will follow this up with the participants responding in Edmodo to questions about the concepts.
I will need a projector, speakers, and my own laptop. Internet connections for all participants and each participant needs to bring his/her laptop computer.
I am planning to use LiveBinder, YouTube, SchoolTube, and Edmodo at this time.
I will group the participants according to their grade level. They already work as teams within the grade levels, so this is something that will lend familiarity to a foreign concept. As a group they can collaborate to create an integrated lesson they will implement in their class. As their tech coach, I will come to the rooms in follow up visits to offer assistance and see how the implementation of the lesson is going.